Database of Formative Assessments

A vocabulary word is written on one side of an index card, and the definition for a different vocabulary word is written on the other side.  This pattern is repeated for each vocabulary word so that the cards "chain" together.  There should be enough cards for each student, and some students may have two cards depending on class sizes.

The activity begins with one student saying the definition on their card, a different student in the room has that word written on their card so they say it out loud and then reads the next definition that is written on their card.  This continues until each definition/word "chains" around the room, and you know you have done it correctly if the final vocabulary word is on the card of the student who started the entire process.

This example is specific to science only to explain the protocol.  Vocabulary from any content area could be used with this protocol.

The word "Mitochondria" is written on one side of an index card, and the definition "the building block of life" is written on the other.  A different index card has the word "cell" on one side, and the definition "a substance that acts as a catalyst for chemical reactions in the body".  This pattern for word/definition is repeated on as many cards as needed to ensure each student has at least one card.

The protocol begins with a random student reading the definition on their card, another student will have the word on their card and say it out loud and then read the definition on their card.  This bounces the vocabulary around the room until the final definition has been read and the last word should be on the card of the student who started the process. Ex) Student A reads "the building block of life", student B says "cell" and reads "a substance that acts as a catalyst for chemical reactions in the body", student C would say "Enzyme", and the protocol would continue until all words/definitions have been read.

The teacher could time the protocol and make it into a competition to see which class could get through the vocabulary the fastest.

Teachers can provide feedback/assistance during the protocol if students get stuck on a word.

Students can be prompted to offer support if the class becomes stuck during the protocol.

This is simply used to see if students are understanding the vocabulary for a unit.  The teacher may identify gaps in knowledge and use class time for re-teaching, or divide the students into small groups for some extra practice.

Prior to starting the protocol you can prompt the students to make sure they know the word and definition they have been giving.  This gives the students a short period of time to see if they know the vocabulary.  While the protocol is happening every student should be encouraged to follow along to make sure no mistakes are made.

No technology is required.